Papel didático-pedagógico dos recursos multimidiáticos nos materiais digitais de português língua materna nos anos iniciais

Abstract

It is understood that school spaces have undergone unprecedented changes with the advent of technologies, bringing with it the need to update the way teaching and learning are constructed. The main objective of this research is, therefore, to analyze the types of multimedia resources available on websites and how these resources potentially facilitate and/or favor the teaching and learning of Portuguese, in the initial years, by meeting the recommendations of the Common National Base Curriculum (Base Nacional Comum Curricular - BNCC). The research is based on studies on teaching Portuguese as a mother tongue (Figueiredo, 2004; Soares, 2009; Almeida Filho, 2017; Stefano, 2015; and Kenski, 2006) on the use of online multimedia resources for teaching and learning Portuguese in initial grades (Sousa Ferreira e Tinoco Cabral, 2011; Fluckiger, 1995; Chapman e Chapman, 2000; Díaz Noci e Salaverría, 2003; Almeida e Silva, 2011; Grinspun, 1999; e Andrade, Fernandes e Souza, 2019). The corpus comprised multimedia resources available on 3 websites for teaching and learning the Portuguese language for students and teachers in lower grades (Brasil Escola, Ludo Educativo, and HVirtua). The selection of the multimedia resources analyzed is based on the following criteria: websites that aim at teaching and practicing the Portuguese language for children; free access websites; websites that use multimedia resources; and websites made available in the last 5 years. The analysis of these resources is carried out using two developed instruments based on Borges (2011) and Martins and Borges (2015). The instrument allows for the identification of the types, functions, and multimedia resources used (Identification Instrument) and the teaching models/theories/principles of Portuguese for children that support the activities of these resources, through the evaluation of content and methodology (Analysis Instrument). As a result, it is observed that the 3 websites satisfactorily reflected the methodological procedures regarding the use of multimedia resources, both for teaching and learning the Portuguese language for the initial grades of Elementary School. The results indicate that the multimedia resources of the 3 websites are potentially facilitators of interaction between students and the content, bringing a conscious and healthy use of digital technologies, stimulating learning in a dynamic and contextualized way. They all speak to the reality of the majority of their students; Brasil Escola being the one that presents the least interaction. It is concluded that the use of multimedia resources is essential for the student's and teacher's school reality, in addition to being characterized as an important tool for complying with what is established by the BNCC.